This document discusses dexterities and criteria of performance in education. It defines dexterity as physical or mental nimbleness or agility. Criteria are standards used to make judgments or decisions. Performance refers to how language skills are demonstrated in speech and writing. The document explains that dexterities with criteria of performance refers to developing students' abilities to do certain tasks by establishing links between specific knowledge and performance levels of increasing complexity, as measured by tools like tests, presentations, essays and research.

1. DEXTERITIES WITH CRITERIONS OF PERFORMANCE

2. Smart! Half of everything you hear in a classroom is crap. Education is figuring out which half is which. Don't be irreplaceable. If you can't be replaced, you can´t be promoted.

3. “If you're running around horribly busy, you're unorganized and need to prioritize, but if you're not running around horribly busy, you're lazy and need to find more work to do”.

4. What is planning? It is the process of setting goals, developing strategies and outlining tasks and schedules to accomplish the goals. The process of deciding what to do and how to do it. It is an important management technique. Why? It optimizes your efforts of achieving a goal.

5. Some other ideas Planning is an interactive process. Planning is based on requirements. There's no justification for planning something one bit "better" than the requirements dictate. A bad plan with a good presentation is doomed eventually. A good plan with a bad presentation is doomed immediately.

6. Lexical meaning Dexterity = Physical or mental nimbleness (quick and clever) or agility. Criterions = A standard on which a judgment or decision may be based. Performance = the manifestation of language capacity in actual speech and writing.

7. DEXTERITY Dexterity Cognitive Psychomotor (mental) (physical) to interpret to enlist to compare to order to sumarize to elaborate

8. Dexterities with criterion of performance It refers to know how to do (the knowhow), through activities that students have to develop, by establishing links with some specific knowledge at different levels of complexity of the criterion of performance e.g. (Latin= exempli gratia) Knowledge: the Present simple How to do: Talking about daily habits Level of complexity: Make a research about Ecuadorians daily habits. (Intermediate level)

9. Knowledge Content Structures Grammar Vocabulary Pronunciation Intonation Punctuation Others

10. How to do Verbs (actions) to use the knowledge. Infinitive “-ing” talking about exchanging information comparing giving and receiving instructions describing telling explaining identifying

11. Levels of complexity According to the level. starter beginner intermediate upper int. advanced

12. The answers to the following questions can help you… What does the student need to know how to do? DEXTERITIES What must the student know? KNOWLEDGE With which grade of complexity? GRADE OF DEEPNESS

13. Evidence of Performance The way to get information about the results of the teaching. The indicator of achievement. The physical elements (instruments) that allow us to show that students got a specific performance, a competence or the result of a learning.

14. Description of the Criterion of Performance

15. Instruments Quizzes, tests, exams Essays, descriptions, explanations. Presentations. Debates. Role-plays, dialogues, drama Interviews, surveys Research.

16. Essential indicators of evaluation They are concrete evidences of the results of the learning, focusing on the essential performance that the students have to show. They are built based on the following questions: What actions are evaluated? What knowledge is essential? What concrete results give us the evidence? Which ways, techniques or support are needed?